Reflections on Chapter Three and Four Standard III I totally agree with the authors. There is a disconnect between the way we use technology in teaching and learning. I think the problem as I see it is that educators, administrators and district leadership have the wrong focus. Many believe that the fact that computers are in the classroom and smart boards are on the walls we are satisfying the student’s technology needs. My main reason for enrolling in this course is to be able to service my students and equip them for the digital world. If we fail to provide this to our students then we are doing disservice. As educators we must continue to learn and grow. I continue to seek ways to integrate technology into the classroom. I continue to share what I have learned with my team whether it be a website or the new 2.0 tools. As far as Technology facilitators are concerned many have very little background in my district except for the desire to aid teachers when they are having problems with emails. Standard IV Assessment and Evaluation I think the use of CBT in school districts is being talked about but I don’t see it in the near future. I think one of the problems is the lack of vision of some districts and administrators. Many facilitators are not aware of standard IV and are only filling a slot. This is true in my district and thinks it is true in many other districts. In the end I think it’s all about the cost of CBTS. There are still some districts that are without classroom computers. With schools losing state funds I really doubt that this type of system will be available in my district. As stated in the case study realizing the potential of technology-based assessment programs is the job of facilitators. References Anderson, R., & Dexter, S. (2000). School technology leadership: Incident and impact. Consortium for school Networking (CoSN). (2005). Digital leadership divide. Fullan, M. (1996, February). Turning systemic thinking on its head.
Standard III
I totally agree with the authors. There is a disconnect between the way we use technology in teaching and learning. I think the problem as I see it is that educators, administrators and district leadership have the wrong focus. Many believe that the fact that computers are in the classroom and smart boards are on the walls we are satisfying the student’s technology needs. My main reason for enrolling in this course is to be able to service my students and equip them for the digital world. If we fail to provide this to our students then we are doing disservice. As educators we must continue to learn and grow. I continue to seek ways to integrate technology into the classroom. I continue to share what I have learned with my team whether it be a website or the new 2.0 tools. As far as Technology facilitators are concerned many have very little background in my district except for the desire to aid teachers when they are having problems with emails.
Standard IV
Assessment and Evaluation
I think the use of CBT in school districts is being talked about but I don’t see it in the near future. I think one of the problems is the lack of vision of some districts and administrators. Many facilitators are not aware of standard IV and are only filling a slot. This is true in my district and thinks it is true in many other districts. In the end I think it’s all about the cost of CBTS. There are still some districts that are without classroom computers. With schools losing state funds I really doubt that this type of system will be available in my district. As stated in the case study realizing the potential of technology-based assessment programs is the job of facilitators.
References
Anderson, R., & Dexter, S. (2000). School technology leadership: Incident and impact.
Consortium for school Networking (CoSN). (2005). Digital leadership divide.
Fullan, M. (1996, February). Turning systemic thinking on its head.